Teacher Perceptions of the Challenges of Teaching English Language Learners in Bilingual Education Versus English Immersion

The purpose of this study was to gain an understanding about the perceptions of teachers regarding the challenges experienced instructing ELLs in the English immersion and bilingual classrooms. The conceptual framework was centered on Cummins (1979) Linguistic Interdependence Theory suggesting that a student’s native and second language are interdependent and necessary for optimal language acquisition. This study addressed the research question: “What do teachers perceive to be the greatest challenges for teaching ELLs in English immersion classes as compared to ELLs in bilingual classes?” The non-probability purposive sampling was used in this study. The qualitative data collection process included two sets of interviews from six bilingual and six English immersion educators and lesson plans. The inductive analysis of qualitative data was used to analyze the data. Findings revealed the perceptions of English immersion and bilingual educators on the challenges of instructing ELLs. English immersion teacher perceptions indicated that beginning and intermediate ELL’s lack of English vocabulary created instructional challenges. Additionally, the lack of training and resources in English immersion required more instructional time from the teacher making it difficult to differentiate for all students. Bilingual teachers’ perceptions suggested that bilingual is more beneficial than English immersion since it provides more support for ELLs and the opportunity to develop two languages. Both sets of interviewed teachers perceived that younger ELLs would benefit more from English immersion since they are developing their first language, but older beginning and intermediate ELLs would benefit more from bilingual since they struggle with communication and comprehension

Teachers’ Perceptions of Professional Development and Technology Integration in Classrooms in Rural Texas

Public schools are attempting to meet the demands for 21st century technological skills. This qualitative research study sought to discover how rural Texas teachers perceive technology professional development and the integration of technology in the classroom. Twelve rural Texas teachers from East Texas, Coastal Bend Texas, and South Texas participated in this case study. These teachers were recruited by snowball sampling and participated in a survey, interviews, and a focus group via Qualtrics, phone, and WebEx. After manual and software coding, the data were analyzed according to themes of professional development and technology use and patterned according to confidence levels. In-vivo coding was used in order to gain an understanding of these confidence levels through the teachers’ words. The rural teachers perceived themselves in the early/developing stage of classroom technology use due to the lack of appropriate professional development. The implications of these findings are that more relevant professional development needs to be developed to assist rural teachers in classroom technology integration success

The Collaborative Role of Parents and Teachers: Fostering a Growth Mindset in an Alternative Learning Environment

The objective of this study was to explore how parents and teachers collaborate with one another during monthly consultations in regard to fostering a growth mindset among students within their respective learning environments. The study was conducted at an alternative learning environment in the Pacific Northwest of the United States over a 12-week period, using a sample consisting of five parents and five teachers teaching in the elementary grades―from kindergarten up to the sixth grade. Dweck’s (2006) mindset theory was the conceptual framework for this study and served as the foundation for data analysis. Data were collected via preprofessional development interviews, 90-minute professional development, final thoughts sheet, observations, and postprofessional development interviews. The following eight major themes emerged after the data had been collected and coded: persistence, mindset transferability, growth mindset language, elementary levels and foundation, collaboration and growth mindset, social-emotional aspects, embracing challenges and self-talk, and encouragement. Participants noticed a shift in students’ motivation and confidence after fostering a growth mindset within their respective learning environments. The results indicated that teachers and parents should consider using a growth mindset approach within their respective learning environments in elementary education to help students develop a growth mindset to assist with their social-emotional development. In addition, the results indicated that teachers and parents should consider collaborating with one another when it comes to implementation, as this provides them with a common platform for teaching growth mindset in their respective learning environments